Teaching Lab All Partners Report: Matched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 31 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 69% -3 67%
Recognition of race & culture 43% 37% -6 35%
Holding growth mindsets 54% 58% 5 63%
Having high expectations and beliefs 100% 89% -12 81%
Taking accountability for equitable instruction 95% 91% -4 82%

1 Note: The number of observations varies between items from 31 to 34

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 66% 0 62%
Trust in fellow teachers 93% 73% -20 65%
Connectedness to fellow teachers 69% 87% 18 76%
Have influence over professional learning 31% 33% 2 44%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 69% 70% 1 62%

1 Note: The number of observations varies between items from 30 to 29

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 73% 3 22%
ELA instructional shifts 72% 74% 2 22%
Fluency 56% 50% -6 15%
Text complexity 78% 86% 8 25%
Close reading 70% 74% 4 22%
Building knowledge 60% 75% 15 22%
Supporting students with unfinished learning 82% 82% 0 24%

1 Note: The number of observations varies between items from 10 to 10

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 61% 62% 2 46%
Math instructional shifts 55% 55% 1 42%
Equitable Math Instruction 71% 74% 4 53%
Supporting students with unfinished learning 63% 72% 10 53%
Effective Teaching Practices 58% 53% -5 41%

1 Note: The number of observations varies between items from 24 to 24

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 100% 75% -25 9%
Whether the lesson is focused on a high-quality text or task 100% 75% -25 9%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 75% -25 9%
Whether all students have opportunities to engage in the work of the lesson 100% 75% -25 9%

1 Note: The number of observations varies between items from 4 to 5

2 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 75% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 50% 0%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"The Synchronous work together gave us time to share ideas
and learn from one another"

"I think asynchronous work matched well with what our focus/
EQ was. Really helped."

"The opportunity to participate in a community of educators
and learn from each other."

"The facilitators are wonderful. They created a safe space
where I felt I could share my feelings about a topic without
any judgement. It was also great to be reminded of the
importance of student discourse."

"I felt as though this course really brought everything, no
pun intended, full circle from previous modules. By the end
of the module I felt as if I could conceptualize everything
from before, up to the end of the course."

"Conversations and discussions throughout this course allow
us to learn from and gather ideas from other buildings/grade
level teams."

"Great group of teacher and wonderful facilitators. I was
very impressed with the online Teaching Lab design. Good mix
of activities- very strategic."

"The activities and assignments were challenging and thought
provoking, and the group activities were well planned
and executed to allow for time for peer interaction and
learning."

"Breaking down the lesson plans in Eureka and seeing how they
applied to reaching individual learners and how to make them
equitable for all students."

"The breakout rooms were very helpful. The feedback and
guidance from the instructor was an asset."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"Spacing activities more. Too many activities expected to be
completed in a short period of time."

"I feel like the writing cycle of inquiry could have been
longer. Two sessions seems a little rushed."

"I struggle with having enough time to complete the
asynchronous work in a way that allows me time to deeply
think about the materials and/or readings. This has been
since day 1 and I thought I would just get quicker, but I
did not. Typically, I finish the work with 7 minutes for
lunch. I thought you might like some feedback for cohort 2"

"It took me a while to maneuver through the online
information to do assignments. I think more time to go over
lessons with the facilitators and then small groups by grade
to get a better idea of the flow - etc."

"I thoroughly enjoyed this experience. If I were to be
hypercritical, while some specific feedback was indeed
provided to teachers, I guess more individualized feedback
to teachers could've improved the course."

"I really didn't need the lunch break and would have been ok
with just ending at 12:30 without a lunch break. Some of the
breakout instructions were a little unclear, especially for
the last breakout. However, I appreciated the availability
of the facilitators if we needed more support."

"If as a group to discuss in detail how to effectively
implement this program fully remote and how to incorporate
it if/when we go hybrid."

"Clear directions with dates and specific quidelines. I was
confused about what we are uploading into schoology."

"I think the only thing that I would try to improve is
to have a folder where all the materials are rather than
having to download everything then upload it back to
the assignments. There is a lot of valuable, meaningful
information here that I'd like to share with the teachers
but having to download the videos and documents one by one
will be time consuming for me. I want it all!"

"more breakout rooms by school site (these were SO
productive) or even a choice for how we would be split into
breakouts"

Additional Comments
Quotes from "Do you have additional comments?"

"I was scared I was going to hate professional development
over zoom, but after this experience and how seamless it was
I think I prefer it!"

"Instructors should know in advance what materials the
teachers actually have access to and remember, you have been
navigating this material for a long time and we haven't.
Nothing worse than struggling to find something that
someone telling you how easy it is to find, to make you feel
inadequate."

"Thank you for being so well planned and for considering our
feedback when developing the structure of the day. It's hard
to keep people motivated for an entire day of PL, but you do
a nice job of balancing everything to keep us engaged."

"Huge shoutout and thanks to Kristen Briggs and Tara McDonald
for being awesome facilitators"

"The course is hard for me to navigate. I missed a week and
now I feel lost in the course when I try to do my prep work.
Not dedicating enough time to it with this crazy year, but I
get distracted when I can't find what I need to do!"

"We had a third facilitator = Zoe Rind and she was fantastic
as well. This form didn't give an option to list the 3rd
person."

"Justin and Ryan were patient, accommodating, knowledgeable,
and made this course accessible. They were well prepared
each time and never let us get off course."

"Thank you for creating a collaborative culture where
everyone's voice is heard and we can all feel comfortable
sharing our experiences and ask questions."

"general feedback... we had a common feeling that sometimes
there was way too much info being pushed out in one session.
And.. you keep referring to 9 days... but it honestly was a
year of working... it was much more than the 9 days we were
together, it was the work we did behind the scenes and with
our teachers over the year."

"It helps that we get to work with Erin each time since she
knows our schools and teachers well now."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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